Making Room for Dynamics in Evidence-Based Practice: The Role of Psychodynamic Theory in Client-Centered Approaches

Abstract

The move toward evidence-based practice has fortified, and continues to strengthen, the social work profession through accountability, greater support for social interventions, and linking research and practice. This article considers potential limitations in exclusively promoting evidence-based practice in social work programs and advocates for an integrative approach when teaching clinical practice to master of social work students. Such an approach includes using psychodynamic principles in an effort to teach social work students the importance of self-awareness, dialoguing about diversity issues, and the use of theory in case formulations. Implications for social work education are discussed.

A two-way street: building the recruitment narrative in LIS programs

“…Many of the problems, with which LIS is contending today and which are raised in our article, are not unique. Other professionally oriented fields – social work, for example – also find themselves in the middle of debate on such issues as accreditation, the theory–practice gap, balancing theoretical education and skill-based training, the social and scientific status of the profession, the effects of professionalization on the core professional mission, the growing importance of leadership skills for entry-level professionals and the need for relying on evidence-based practices while developing a dialogue and building relationships with communities they serve (Bliss et al , 2014; Brekke, 2012; Martinez-Brawley et al , 2011; Miller and Skinner, 2013; Watson et al , 2001; Werkmeister and Grady, 2011). LIS researchers interested in education, the academia–field connection and the image of the profession may benefit from collaboration and dialogue with scholars and practitioners in other fields and from learning about their experiences.…”

Reconsidering Graduate Training and Clinical Practice: The Importance of Psychodynamic Thinking

“…As documented by Duncan-Datson and Schneller (2016), positive outcomes resulted from the teaching of psychodynamic psychotherapy in graduate-level social work. Elsewhere, Rozas and Grady (2011) found that the "principles that comprise psychodynamic theory provide a clinical foundation that requires practitioners to think beyond a manual or protocol; to pay attention to the dynamics rather than solely to the symptom or dysfunction" (p. 220). In addition, Mishna, Van Wert, and Asakura (2013) argued the following:…”

“…(p. 299) Graduate training should include certain important treatment aspects, including psychodynamic concepts of the unconscious, the use of the self in the therapeutic relationship, transference, and countertransference. Rozas and Grady (2011) warned that critical discussions might "be absent in manualized treatment protocols because the techniques are perceived to be an element of the treatment and divorced from the influences of the individual practitioner" (p. 217). The two researchers further stated, Students should be instructed in basic, foundation elements of psychodynamic theory as a way to maintain consistent elements of practice that remain crucial to clientcentered practice.…”

“…Graduate programs have an obligation to prepare social workers to become licensed clinicians and should therefore cover all relevant material. Rozas and Grady (2011) stated, "Course content should be closely evaluated to ensure that one approach is not valued over the other; the two should fit seamlessly in the clinical curriculum, suggesting that use of both in the field is standard practice" (p. 220). By maintaining our core social work values and embedding other ways of thinking into our practice, we could enrich the therapeutic experience.…”